Integration of Gross Anatomy Laboratory sessions into Medical Physics Curriculum using Segmentation and Augmented‐Reality

Abstract

Anatomy teaching to Medical Physics (MP) trainees is recognized by the Commission on Accreditation of Medical Physics Education Programs, and yet anatomy laboratory sessions have not been integrated in MP training curricula. This study outlines the development of anatomy laboratory sessions for MP trainees and serves as the initial step to developing an anatomical curriculum guideline for MP. The two objectives of this qualitative study are: (a) to explore the educational potential of integrated anatomy laboratory sessions in the MP curriculum and (b) to evaluate the benefits of interprofessional education activities between MP trainees and Radiation Oncology residents.Participants included 17 MP graduate students, 2 MP residents and 8 Radiation Oncology residents, over two years. Two 2‐hour anatomy laboratory sessions per year were organized following the respective in‐class lectures on the pelvis, head and neck and thorax. After the two laboratory sessions, participants were asked to fill out a survey reflecting on their experience in the laboratory.Both MP students and radiation oncology residents voiced an appreciation for the anatomy laboratory sessions for the consolidation and application of knowledge. Most mentioned that these sessions helped to “visualize” and “have a better understanding” of the anatomy taught in class and made them more “confident”. In terms of interprofessionalism, both the MP and the radiation oncology trainees expressed a better understanding of one another’s level of knowledge in anatomy. Both groups suggested to have more interprofessional sessions. They also suggested to build a stronger link between cadaveric anatomy and imaging anatomy through augmented reality technology.The integration of anatomy laboratory sessions into the anatomy curriculum for MP enhances trainees’ understanding of human anatomy and its pivotal role in radiation therapy treatment. Furthermore, interprofessional activities prior to clinical placement of MP students reinforce technical and professional communication.Support or Funding InformationThe authors would like to thank the support provided by the Centre for Medical Education Innovation and Research Seed Fund (to GPJCN).